Term of Art: Social Cognition

“social cognition: A term used by social and developmental psychologists to refer to how people come to be concerned with the actions, thought, and feelings of others. This area of study examines how social perceptions develop, how individuals make social judgments, and how others affect an individual’s self-concept. Many children with learning disabilities have significant deficits in social cognition as well as academic difficulties.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

The Weekly Text, 5 January 2024: A Reading and Comprehension Worksheet on the California Gold Rush

Happy New Year!

This week’s Text is this reading on the California Gold Rush with its accompanying vocabulary-building, comprehension and analysis worksheet. These materials are adapted from the Intellectual Devotional series; for more on these materials at Mark’s Text Terminal, please see the About Posts & Texts page, accessible through the links on the banner of the home page (right above the photograph).

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Plutarch at the Barber Shop

“A prating barber asked Archelaus how he would be trimmed. He answered, ‘In silence.’”

Plutarch

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

Verdigris (n)

During the pandemic, I acquired (and fortunately discarded relatively quickly) the unfortunate habit of writing down the Word of the Day from Merriam-Webster (it appeared on my phone as a notification until I had the good sense to put a stop to it) for future development into context clues worksheets. I have finally finished developing these materials and will begin now to post them on this blog.

This worksheet on the noun verdigris is one of the fruits of this dubious enterprise. The word means “a green or bluish deposit especially of copper carbonates formed on copper, brass, or bronze surfaces.” You know–like on the Statue of Liberty. I doubt very much that this is a word–despite its charms–that high school students need to know. On the other hand, after my maternal grandfather taught me the word one evening while we stood before the verdigris-covered statue of a seated Abraham Lincoln on Bascom Hill at the University of Wisconsin-Madison, I have been pleased to be able to use the word to understand the phenomenon.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Thorstein Veblen

“Thorstein (Bunde) Veblen: (1857-1929) U.S. economist. Born in Manitowoc County, Wisconsin, he grew up in Minnesota and earned a PhD in philosophy from Yale University. He taught economics at the University of Chicago and other universities but was unable to keep any position for long because of his unconventional ideas and the disorder in his personal life. In 1899 he published his classic work The Theory of the Leisure Class, which applied Darwin’s evolutionary theories to the study of modern economic life, highlighting the competitive and predatory nature of the business world. With dry humor he identified the markers of American social class, and he coined the term ‘conspicuous consumption’ to describe the display of wealth made by the upper class. His reputation was highest in the 1930s, when the Great Depression was seen as a vindication of his criticism of the business system.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

A Four-Page Learning Support for United States History

This year, I’ve been assigned to co-teach a United States History class. I’ll spare you the details other than to say that a student I’ve worked with several years, and who is developing into an exceptional human being, asked me for some textual support in the course. So I assembled these four pages of short articles on U.S. history from The Dictionary of Cultural Literacy (New York: Houghton Mifflin, 2002).

Can you use them?

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Book of Answers: Troilus and Criseyde, Troilus and Cressida

When was Chaucer’s Troilus and Criseyde written?  Between 1385 and 1390.

When was Shakespeare’s Troilus and Cressida written? It was first performed around 1602 and first published in 1609.

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Common English Verbs Followed by an Infinitive: Prepare

Here, in the final documents post of 2023, is a worksheet on the verb prepare as used with an infinitive. I prepared to jettison a wide array of useless curricular materials.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Contraction

“Contraction (noun): The shortening of word or phrase by omitting a letter or letters, especially within the word, and a curtailment reflected in its pronunciation; an internally truncated word or phrase, with the omitted letter or letters usually indicated by an apostrophe. Adjective: contractional, contractive; Verb: contract.

‘The word that excited Swift to greatest fury was mob, a vulgar contraction of mobile vulgus.’ Ernest Gowers, Plain Words.”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Cultural Literacy: Split Infinitive

Here is a Cultural Literacy worksheet on the split infinitive as an issue in grammar and style. This is a half-page document with a reading of four sentences and three comprehension questions.

At this point, I’ve read a sufficient number of grammar manuals which have argued, to my satisfaction, that splitting an infinitive is not only permissible, but even necessary in some instances to specify meaning. Even the Modern Language Association (MLA) has said that split infinitives are “generally” allowed. Nonetheless, as the reading in this worksheet observes, “Some people consider it poor style, or even incorrect style, to split an infinitive.” I expect there are educators somewhere who counsel students to avoid split infinitives. When I worked in three different college writing centers in the 1990s, occasionally a student would wander in with a paper in which their professor had issued the imperative “avoid split infinitives!” The first question these students raised was “What is a split infinitive?”

Hence this worksheet.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.